Heart-to-heart talk in kindergarten is a purposeful and planned language education activity to organize children's learning. The purpose of this activity is to create a good language environment, help children learn to listen to other people's conversations, talk around certain topics, acquire ways and rules of communication with others, and cultivate their ability to communicate with others. (B) the characteristics of conversation activities
1, the dialogue has specific and interesting central topics.
Conversation activities should focus on a specific, interesting topic that is close to children's daily life and experience. The central topic can objectively guide the direction of children's conversation, limit the scope of children's conversation, and make children's conversation have a certain discussion nature. This central topic has the following requirements: First, the central topic should be something that children are familiar with and love to watch.
Second, the central topic has a certain freshness. This topic should be able to mobilize children's participation and enthusiasm, and have a certain sense of freshness and excitement for children.
Third, children have a certain experience base on the central topic. This topic can stimulate children's positive thinking, develop children's creative thinking and guide children to actively participate in the conversation. 2. Conversation activities focus on multi-party information exchange.
Kindergarten conversation activities emphasize children's use of language to communicate with others, which is manifested in the following aspects: First, there is a large amount of language information and rich language forms and contents in conversation activities.
Second, children have a wide range of communication objects, and they can talk with their peer teachers or speak alone in front of the group.
Thirdly, there are many ways of language communication in conversation activities. Including individual conversations and group conversations between teachers and children, children and teachers, and children and children.
3. Conversation activities have rich conversation materials.
These materials must be based on children's visits, sightseeing, observation in daily life, educational activities, games, movies or television within the scope of children's knowledge and experience. The richer a child's knowledge, the more material the conversation will accumulate, and the richer the conversation will be. 4. Teachers play an indirect guiding role in conversation activities.
First, teachers guide the topic or change the topic by asking questions, guide the children to speak and master the way of speaking.
Second, teachers use parallel dialogues to make invisible demonstrations for young children.
5. The context of conversation is casual, relaxed and free, and there is a relaxed conversation atmosphere. Reflected in: first, the expansion of the topic and the freedom of opinion. Children can express their thoughts according to their own feelings and share them with you.
Second, language freedom, not demanding norms. Conversation activities do not require children to use accurate language to express themselves.
Second, describe the characteristics of the activity.
The concept of narrative activity: Narrative activity is a purposeful and systematic language education activity to cultivate children's language expression ability.
(1) Narrative activities have certain materials, including pictures, audio, video and scenes. These objects should meet the needs of children's telling, and the telling activity in kindergarten is a collective activity. (2) The language of activities is monologue language.
Narrative activities need children to accurately express their inner feelings and experiences in complete and coherent words, and get the understanding of others. It is quite harsh to ask children to complete a dialogue alone, which needs to be based on common language. (3) The language situation is more formal.
This is manifested in the following aspects: first, the language is standardized, and children need to use more complete and coherent sentences; Second, environmental norms are generally carried out in special teaching activities. (D) to mobilize children's ability to tell stories.
These abilities include speech ability, observation, imagination, memory and thinking logic. Third, the characteristics of listening and speaking games
Kindergarten listening and speaking games are language education activities organized by games, which create a situation for children to learn the language application function of agile response. (A) add language education goals to the game
1. I heard that the language education goals contained in the game have specific characteristics. 2. The goal of language education contained in listening and speaking games has practical characteristics. 3. The language education goals contained in listening and speaking games have implicit characteristics. 2. Turn the key content of language learning into certain rules of the game.
There are two kinds of rules of the game: one is the competition rule, and the other is that the rules of the game are not competitive, but they can also produce the incentive mechanism effect.
(C) gradually expand the composition of the game in the process of activities.
It is said that the game has the dual nature of activity and game, and the characteristics of game components are gradually expanded from activity. We can look at this transition process from the following three aspects: one is the transition from external control to internal control, the other is the transition from real situation to hypothetical situation, and the third is the transition from external motivation to internal motivation. Fourth, the characteristics of literary activities.
Kindergarten literature activity is a kind of language education activity designed and organized with literary works as the basic educational content.
(A) Kindergarten literature activities are a series of activities.
The learning activities of literary works are a series of multi-level activities, including aesthetic appreciation, appreciation of beauty, expression of beauty and expression of one's own understanding and imagination of works.
(B) the complete language of the development of kindergarten literature education
The educational activity of literary works is a close combination of children's four language abilities. No matter in content or form, the educational activities of literary works are integrated and infiltrated with various symbol systems such as art, music and action. In the process of literary works education, children have great autonomy in their activities. They can perform, operate and discuss under the guidance of teachers, and achieve an accurate and profound understanding and perception of works and literary language in their own practice, exploration and imagination.
(3) Learning activities of literary works should be organically combined with other educational activities to help children better understand the works.
(D) Kindergarten literary activities are centered on literary works, and commonly used are children's poems, fairy tales, life stories and children's essays. V. Characteristics of early reading activities
Early reading activity in kindergarten is an educational activity to train children to learn written language in a planned and purposeful way.
(A) Kindergarten early reading activities need a rich reading environment. Early reading environment includes:
1, mental environment. In early reading, teachers should create a relaxed and free reading atmosphere for children; Teachers should also create a strong reading atmosphere for children. 2. Natural environment
Teachers should strive to create a rich reading environment for children, which includes two aspects: providing children with time and space for reading;
Time: After the teacher arranges the planned reading activities every month, he should ensure that the children have a certain reading time in their daily activities. Teachers can make use of every transitional link in children's daily life to let children read. Teachers should cultivate children's habit of making full use of various opportunities to read books.
Space: Teachers should provide children with enough reading places, which should contain rich reading information. Teachers should take the activity room as the expansion of children's reading activities. (2) Early reading activities are closely related to telling activities.
Reading activities are closely combined with telling activities. Children can talk while reading, or tell the general idea of the book after reading. The forms of narration can be varied. Children can tell the main contents of the book individually or in groups. One person can tell a book, or two or three children can tell a book together.
(C) early reading activities should have the characteristics of integration
Early reading is a comprehensive education, which runs through all kinds of activities and should be closely combined with language education activities and educational activities in other fields. The integration of early reading activities is also reflected in the fact that early reading is a combination of written language and spoken language.
Early reading activities provide ideographic reading materials.
These reading materials should be meaningful, vivid and have certain rules to follow, so as to help children form a preliminary understanding of written language.
Early reading activities have a unique cultural and linguistic background.
In early reading activities, it can well reflect the characteristics of mother tongue and help children learn written language.